MALLBasedWritingInstruction: AssessingtheEffectivenessofDig ital Platforms Among ESLLearners

Nowadays, mobile‑assisted language learning (MALL) has emerged as a globally adopted approach that
builds on the earlier development of computer‑assisted language learning (CALL) by utilizing the accessibility and
flexibility of mobile devices to promote independent and self‑directed learning. It enables learners to extend lan
guage practice beyond classroom boundaries and provides authentic opportunities to engage with English as a
Second Language (ESL). This study investigates the potential of digital platforms, specifically WordPress and Hem
ingwayEditor, in enhancing the writing skills of non‑native English learners within a MALL framework. WordPress
offers a collaborative digital space where learners can publish, share, and receive feedback on their writing, while
Hemingway Editor provides real‑time analytical feedback to improve readability, grammar, and stylistic accuracy.
The research adopted a quantitative design with both control and experimental groups to examine the effective
ness of these platforms. Participants included ESL learners who engaged in structured writing tasks, with their
progress assessed through pre‑ and post‑tests. The findings of the study reveal that learners using WordPress and
Hemingway Editor demonstrated notable improvements in writing performance when compared to the control
group. The integration of these tools not only improved grammatical accuracy and stylistic clarity but also encour
aged active participation, reflection, and learner autonomy. The results emphasize the pedagogical value of incor
porating MALL strategies into language instruction, particularly for developing essential writing skills among ESL
learners. In conclusion, this research affirms that mobile technologies, when strategically integrated into teaching,
significantly enhance learning outcomes and offer sustainable pathways for improving ESL writing proficiency.